Learner perspectives on fully online language learning

References

• Ally, M. (2004). Foundations of educational theory for online learning. In T. Anderson & F. Elloumi (Eds.), Theory and practice of online learning (pp. 3–31). Athabasca: Athabasca University. Retrieved from http://cde.athabascau.ca/online_book/pdf/TPOL_book.pdf
   Google Scholar
• Anderson, B., & Simpson, M. (2004). Group and class contexts for learning and support online: Learning and affective support online in small group and class contexts. The International Review of Research in Open and Distance Learning, 5. Retrieved from http://www.irrodl.org/index.php/irrodl/index
   Google Scholar
• Ayres, R. (2002). Learner attitudes towards the use of CALL. Computer Assisted Language Learning, 15, 241–249. doi:10.1076/call.15.3.241.8189
   Google Scholar
• Baumann, U., Shelley, M., Murphy, L., & White, C. (2008). New challenges: The role of the tutor in the teaching of languages at a distance. Distances et Savoirs, 6, 364–392. doi:10.3166/ds.6.365-392
   Google Scholar
• Beldarrain, Y. (2006). Distance education trends: Integrating new technologies to foster student interaction and collaboration. Distance Education, 27, 139–153. doi:10.1080/01587910600789498
   Google Scholar
• Bernard, R. M., & Rubalcava, B. R. (2000). Collaborative online distance learning: Issues for future practice and research. Distance Education, 21, 260–277. doi:10.1080/0158791000210205
   Google Scholar
• Bertin, J.-C., & Narcy-Combes, J.-P. (2012). Tutoring at a distance. Computer Assisted Language Learning, 25, 105–109. doi:10.1080/09588221.2011.649087
   Web of Science ®Google Scholar
• Biasutti, M. (2011). The student experience of a collaborative e-Learning university module. Computers & Education, 57, 1865–1875. doi:10.1016/j.compedu.2011.04.006
   Web of Science ®Google Scholar
• Blake, R. J. (2011). Current trends in online language learning. Annual Review of Applied Linguistics, 31, 19–35. doi:10.1017/S026719051100002X
   Web of Science ®Google Scholar
• Borokhovski, E., Tamim, R., Bernard, R. M., Abrami, P. C., & Sokolovskaya, A. (2012). Are contextual and designed student–student interaction treatments equally effective in distance education? Distance Education, 33, 311–329. doi:10.1080/01587919.2012.723162
   Web of Science ®Google Scholar
• Cañado, M. L. P. (2010). Using virtual learning environments and computer-mediated communication to enhance the lexical competence of pre-service English teachers: A quantitative and qualitative study. Computer Assisted Language Learning, 23, 129–150. doi:10.1080/09588221003666222
   Web of Science ®Google Scholar
• Capdeferro, N., & Romero, M. (2012). Are online learners frustrated with collaborative learning experiences? The International Review of Research in Open and Distance Learning, 13, 26–44. Retrieved from http://www.irrodl.org/index.php/irrodl/index
   Web of Science ®Google Scholar
• Chapelle, C. A. (2001). Computer application in second language acquisition. Cambridge: Cambridge University Press.
   Google Scholar
• Chateau, A., & Zumbihl, H. (2012). Learners’ perceptions of the pedagogical relations in a flexible language learning system. Computer Assisted Language Learning, 25, 165–179. doi:10.1080/09588221.2011.636053
   Web of Science ®Google Scholar
• Christie, K. N. (2001). Web-based multimedia in business Italian: A longitudinal evaluation of learner experiences and attitudes. Italica, 78, 499–525. Retrieved from http://www.jstor.org/action/showPublication?journalCode=italica
   Google Scholar
• Comas-Quinn, A., de los Arcos, B., & Mardomingo, R. (2012). Virtual learning environments (VLEs) for distance language learning: Shifting tutor roles in a contested space for interaction. Computer Assisted Language Learning, 25, 129–143. doi:10.1080/09588221.2011.636055
   Web of Science ®Google Scholar
• Compton, L. (2009). Preparing language teachers to teach language online: A look at skills, roles, and responsibilities. Computer Assisted Language Learning, 22, 73–99. doi:10.1080/09588220802613831
   Web of Science ®Google Scholar
• Correia, A.-P. (2008). Moving from theory to real-world experiences in an e-learning community. Innovate: Journal of Online Education, 4. Retrieved from http://www.editlib.org/j/ISSN-1552-3233
   Google Scholar
• Darasawang, P., & Reinders, H. (2010). Encouraging autonomy with an online language support system. CALL-EJ Online, 11(2). Retrieved from http://callej.org/index.html
   Google Scholar
• De Smet, M., Van Keer, H., De Wever, B., & Valcke, M. (2010). Cross-age tutors in asynchronous discussion groups: Exploring the impact of three types of tutor training on patterns in tutor support and on tutor characteristics. Computers & Education, 54, 1167–1181. doi:10.1016/j.compedu.2009.11.002
   Web of Science ®Google Scholar
• Dewiyanti, S., Brand-Gruwel, S., Jochems, W., & Broers, N. J. (2007). Students’ experiences with collaborative learning in asynchronous computer-supported collaborative learning environments. Computers in Human Behavior, 23, 496–514. doi:10.1016/j.chb.2004.10.021
   Web of Science ®Google Scholar
• Ernest, P., Heiser, S., & Murphy, L. (2013). Developing teacher skills to support collaborative online language learning. The Language Learning Journal, 41, 37–54. doi:10.1080/09571736.2011.625095
   Google Scholar
• Grooms, L. (2003). Computer-mediated communication: A vehicle for learning. International Review of Research in Open and Distance Learning, 4, 1–16. Retrieved from http://www.irrodl.org/index.php/irrodl/index
   Google Scholar
• Gruba, P. (2004). Designing tasks for online collaborative language learning. Prospect, 19, 72–81. Retrieved from http://www.ameprc.mq.edu.au/resources/prospect
   Google Scholar
• Guichon, N. (2009). Training future language teachers to develop online tutors’ competence through reflective analysis. Recall, 21, 166–185. doi:10.1017/S0958344009000214
   Web of Science ®Google Scholar
• Hampel, R., & Stickler, U. (2005). New skills for new classrooms: Training tutors to teach languages online. Computer Assisted Language Learning, 18, 311–326. doi:10.1080/09588220500335455
   Google Scholar
• Hasler-Waters, L., & Napier, W. (2002). Building and supporting student team collaboration in the virtual classroom. The Quarterly Review of Distance Education, 3, 345–352. Retrieved from http://www.infoagepub.com/index.php?id=89&i=25
   Google Scholar
• Heller, I. (2005). Learner experiences and CALL-tool usability – Evaluating the chemnitz internet grammar. Computer Assisted Language Learning, 18, 119–142. doi:10.1080/09588220500132316
   Google Scholar
• Hirshon, A. (2005). A diamond in the rough: Divining the future of e-content. EDUCASSE Review, 40, 34–44. Retrieved from http://www.educause.edu/ero
   Google Scholar
• Holmes, B. (1998). Initial perceptions of CALL by Japanese university students. Computer Assisted Language Learning, 11, 397–409. doi:10.1076/call.11.4.397.5674
   Google Scholar
• Hurd, S. (2005). Autonomy and the distance language learner. In B. Holmberg, M. A. Shelley, & C. J. White (Eds.), Languages and distance education: Evolution and change (pp. 1–19). Clevedon: Multilingual Matters.
   Google Scholar
• Hurd, S. (2006). Towards a better understanding of the dynamic role of the distance language learner: Learner perceptions of personality, motivation, roles, and approaches. Distance Education, 27, 303–329. doi:10.1080/01587910600940406
   Google Scholar
• Kreijns, K., Kirschner, P. A., & Jochems, W. (2003). Identifying the pitfalls for social interaction in computer-supported collaborative learning environments: A review of the research. Computers in Human Behavior, 19, 335–353. Retrieved from http://www.sciencedirect.com/science/journal/07475632/33
   Web of Science ®Google Scholar
• Lai, C., & Gu, M. (2011). Self-regulated out-of-class language learning with technology. Computer Assisted Language Learning, 24, 317–335. doi:10.1080/09588221.2011.568417
   Web of Science ®Google Scholar
• Lee, M. J. W., & Chan, A. (2007). Reducing the effects of isolation and promoting inclusivity for distance learners through podcasting. Turkish Online Journal of Distance Education, 8, 85–105. Retrieved from http://tojde.anadolu.edu.tr/index.htm
   Google Scholar
• Liaw, M. L., & Bunn-Le Master, S. (2010). Understanding telecollaboration through an analysis of intercultural discourse. Computer Assisted Language Learning, 23, 21–40. doi:10.1080/09588220903467301
   Web of Science ®Google Scholar
• Ma, Q., & Kelly, P. (2006). Computer assisted vocabulary learning: Design and evaluation. Computer Assisted Language Learning, 19, 15–45. doi:10.1080/09588220600803998
   Google Scholar
• McLoughlin, C., & Lee, M. J. W. (2010). Personalised and self-regulated learning in the Web 2.0 era: International exemplars of innovative pedagogy using social software. Australasian Journal of Educational Technology, 26, 28–43. Retrieved from http://www.ascilite.org.au/ajet/submission/index.php/AJET/index
   Web of Science ®Google Scholar
• Meyer, K. A. (2003). Face-to-face versus threaded discussions: The role of time and higher-order thinking. JALN, 7, 55–65. Retrieved from http://sloanconsortium.org/publications/jaln_main
   Google Scholar
• Mohd Nor, N. F., Hamat, A., & Embi, M. A. (2012). Patterns discourse in online interaction: Seeking evidence of the collaborative learning process. Computer Assisted Language Learning, 25, 237–256. doi:10.1080/09588221.2012.655748
   Web of Science ®Google Scholar
• Moore, M. G. (1989). Three types of interaction. American Journal of Distance Education, 3, 1–7. doi.10.1080/08923648909526659
   Google Scholar
• Moore, K., & Iida, S. (2010). Students’ perception of supplementary, online activities for Japanese language learning: Groupwork, quiz and discussion tools. Australasian Journal of Educational Technology, 26, 966–979. Retrieved from http://www.ascilite.org.au/ajet/submission/index.php/AJET/index
   Web of Science ®Google Scholar
• Muilenburg, L. Y., & Berge, Z. L. (2005). Student barriers to online learning: A factor analytic study. Distance Education, 26, 29–48. doi:10.1080/01587910500081269
   Google Scholar
• Nguyen, L. V. (2011). Learners’ reflections on and perceptions of computer-mediated communication in a language classroom: A Vietnamese perspective. Australasian Journal of Educational Technology, 27, 1413–1436. Retrieved from http://www.ascilite.org.au/ajet/submission/index.php/AJET/index
   Google Scholar
• Paskey, J. A. (2001, April 26). Survey compares 2 Canadian MBA programs, one online and one traditional. The Chronicle of Higher Education. Retrieved from http://chronicle.com/article/A-Survey-Compares-2-Canadian/108330/
   Google Scholar
• Reinders, H. (2006). Supporting self-directed learning through an electronic learning environment. In T. Lamb & H. Reinders (Eds.), Supporting independent learning: Issues and interventions (pp. 219–238). Frankfurt am Main: Peter Lang.
   Google Scholar
• Reinders, H. (2007). Big brother is helping you: Supporting self-access language learning with a student monitoring system. System, 35, 93–111. Retrieved from http://www.journals.elsevier.com/system/
   Google Scholar
• Roed, J. (2003). Language learner behaviour in a virtual environment. Computer Assisted Language Learning, 16, 155–172. doi:10.1076/call.16.2.155.15880
   Google Scholar
• Shelley, M., White, C., Baumann, U., & Murphy, L. (2006). ‘It’s a unique role!’ Perspectives on tutor attributes and expertise in distance language teaching. The International Review of Research in Open and Distance Learning, 7, 1–15. http://www.irrodl.org/index.php/irrodl/index
   Google Scholar
• Son, J.-B. (2007). Learner experiences in web-based language learning. Computer Assisted Language Learning, 20, 21–36. doi:10.1080/09588220601118487
   Google Scholar
• Stepp-Greany, J. (2002). Student perceptions on language learning in a technological environment: Implications for the new millennium. Language Learning and Technology, 6, 165–180. Retrieved from http://llt.msu.edu/
   Google Scholar
• Stickler, U., & Shi, L. (2013). Supporting Chinese speaking skills online. System, 41, 50–69. Retrieved from http://www.journals.elsevier.com/system/
   Web of Science ®Google Scholar
• Su, F., & Beaumont, C. (2010). Evaluating the use of a wiki for collaborative learning. Innovations in Education and Teaching International, 47, 417–431. doi:10.1080/14703297.2010.518428
   Web of Science ®Google Scholar
• Subramaniam, N. K., & Kandasamy, M. (2011). The virtual classroom: A catalyst for institutional transformation. Australasian Journal of Educational Technology, 27, 1388–1412. Retrieved from http://www.ascilite.org.au/ajet/submission/index.php/AJET/index
   Google Scholar
• Sun, Y. H. S. (2011). Online language teaching: The pedagogical challenges. Knowledge Management & E-Learning: An International Journal, 3, 428–447. Retrieved from http://www.kmel-journal.org/ojs/index.php/online-publication/index
   Google Scholar
• Toogood, S., & Pemberton, R. (2002). Integrating self-directed learning into curriculum: A case study. In P. Benson & S. Toogood (Eds.), Challenges to research and practice (pp. 86–110). Dublin: Authentik Language Learning Resources.
   Google Scholar
• Tsai, C.-W. (2010). Do students need teacher’s initiation in online collaborative learning? Computers & Education, 54, 1137–1144. doi:10.1016/j.compedu.2009.10.021
   Web of Science ®Google Scholar
• Tseng, H. W., & Yeh, H.-T. (2013). Team members’ perceptions of online teamwork learning experiences and building teamwork trust: A qualitative study. Computers & Education, 63, 1–9. Retrieved from http://www.sciencedirect.com/science/journal/03601315
   Web of Science ®Google Scholar
• Wang, M. J. (2010). Online collaboration and offline interaction between students using asynchronous tolls in blended learning. Australasian Journal of Educational Technology, 26, 830–846. Retrieved from http://www.ascilite.org.au/ajet/submission/index.php/AJET/index
   Web of Science ®Google Scholar
• Wang, Y., & Chen, N. S. (2009). Criteria for evaluating synchronous learning management systems: arguments from the distance language classroom. Computer Assisted Language Learning, 22, 1–18. doi:10.1080/09588220802613773
   Web of Science ®Google Scholar
• Wang, Y., & Chen, N. S. (2013). Engendering interaction, collaboration, and reflection in the design of online learning assessment in language learning: A reflection from the course designers. In B. Zou, M. Xing, C. Xiang, Y. Wang, & M. Sun (Eds.), Computer-assisted foreign language teaching and learning: Technological advances (pp. 16–38). Hershey, PA: IGI Global.
   Google Scholar
• White, C. (1994). Language learning strategy research in distance education: The yoked subject technique. In T. Evans & D. Murphy (Eds.), Research in distance education 3 (pp. 10–20). Geelong: Deakin University.
   Google Scholar
• White, C. (2003). Language learning in distance education. Cambridge: Cambridge University Press.
   Google Scholar
• Wiebe, G., & Kabata, K. (2010). Students’ and instructors’ attitudes toward the use of CALL in foreign language teaching and learning. Computer Assisted Language Learning, 23, 221–234. doi:10.1080/09588221.2010.486577
   Web of Science ®Google Scholar
• Willging, P. A., & Johnson, S. D. (2004). Factors that influence students decision to drop out of online courses. Journal of Asynchronous Learning Networks, 8, 105–118. Retrieved from http://sloanconsortium.org/publications/jaln_main
   Google Scholar
• Wilson, G. (2004). Online interaction impacts on learning: Teaching the teachers to teach online. Australasian Journal of Educational Technology, 20, 33–48. Retrieved from http://www.ascilite.org.au/ajet/submission/index.php/AJET/index
   Google Scholar
• Yaneske, E., & Oates, B. (2010). Using voice boards: Pedagogical design, technological implementation, evaluation and reflections. ALT-J, 18, 233–250. doi:10.1080/09687769.2010.529106
   Web of Science ®Google Scholar
• Yang, Y. F. (2011). Engaging students in an online situated language learning environment. Computer Assisted Language Learning, 24, 181–198. doi:10.1080/09588221.2010.538700
   Web of Science ®Google Scholar